金生成长日记｜多孩家庭自述：在家“兵荒马乱”，在园“岁月静好”

每天上学路上不再孤单，“出双入对”是什么感觉？

金生的晨检现场仿佛趣味“小剧场”：哥哥扶着妹妹肩膀，时不时侧身弯腰提醒她张嘴说“啊”，那认真指导的劲头，恨不得把晨检替妹妹做了；或是两张五官相似的脸孔，一高一矮，却一个咧嘴笑、一个因为排队没抢先、双手抱臂在生闷气；还有的手牵手，你弄弄我我弄弄你，挤在队伍里笑个不停。

从家庭走进幼儿园，幼儿园成了多孩家庭的另一个“共生场”。在金生，我们收集了多个多孩家庭的教育样本，竟然有了意外的发现。

What’s it like to have company on the way to school every day and always go “in pairs”?

King’s morning check-in has become a delightful little “theater”:

The older brother rests his hand on his sister’s shoulder, occasionally bending down to remind her to open her mouth and say “ah” with such earnestness that he almost wishes he could do the check for her.

Or two similar faces, one tall and one short, one grinning widely and the other pouting with arms crossed for not getting to the front of the line.

Sometimes they hold hands, tease each other and giggle nonstop in the queue.

When moving from home to kindergarten, King’s has become another “shared space” for multi-child families.We have collected stories from many multi-child families at King’s and made some unexpected discoveries.

Max就读于K1，曾经是班里的“闹腾”担当，可是根据很多老师的形容，自从不到2岁的妹妹Mia入读金宝班，他就变成了成熟稳重的“大哥”。

Max似乎迎来了责任感爆发的关键期——早上，他会贴心地帮妹妹提着一大包尿片；每天准时到妹妹教室门口接送；3岁的他有时还会用小小的臂膀努力将妹妹抱起，展示自己的“大哥力”。

Max, a K1 student, used to be the class “energetic troublemaker.”

But since his 2 years old sister Mia joined the King’s Smart Baby Class, many teachers have noticed he’s turned into a mature and responsible “big brother.”

Max seems to have entered a key stage of developing a strong sense of responsibility.

He kindly carries a big bag of diapers for his sister in the morning and waits at her classroom door to pick her up every day.

At just 3 years old, he sometimes tries his best to lift her with his small arms, showing off his “big brother power.”

对于多孩家庭的孩子来说，家庭是私密、资源相对有限的小场域；而幼儿园是公共、规则清晰的大环境。当环境发生变化，角色也随之重塑——家里的“手足竞争”在外成为“并肩的战友”。

一位老师分享道，个别多孩家庭的孩子之间看起来并不那么“亲密”，但弟妹有时会主动表达，他/她特别期待上学，因为午餐后绕着幼儿园散步时可以偶遇自己的哥哥/姐姐。

也许是金生大家庭的氛围使得他们在家庭以外增添了一份心照不宣的归属感，和睦友爱的人文环境也在潜移默化地影响着他们的日常相处模式。

For children in multi-child families, home is a private, resource-limited small space, while kindergarten is a public, rule-based environment.As the setting changes, so do their roles and responsibilities.Sibling rivalry at home often turns into teamwork at school.

One teacher shared:Some multi-child siblings don’t seem very close at first glance,but the younger ones often say they look forward to schoolbecause they can meet their older brother or sister during the post lunch walk.

Perhaps the warm community at King’s gives them an unspoken sense of belonging beyond their family.The harmonious, caring environment gently shapes how they get along with each other every day.

上述弟弟/妹妹班的老师也认同这份亲情联结的重要性：“哥哥/姐姐的‘在场’会传达给弟弟/妹妹一种安全感，Ta会感受到在这个新环境里是有自己熟悉和可依靠的人，从而降低入园分离焦虑，也能更快、更好地适应幼儿园生活。”

Teachers of the younger classes also recognise the importance of this family connection.“The presence of an older brother or sister gives the younger one a strong sense of security.They know someone familiar and reliable is here in this new environment,which eases separation anxiety and helps them adapt to kindergarten faster and better.”

事实确实如此。哥哥姐姐自带的亲近感，能快速驱散弟弟妹妹们对陌生环境的恐惧与不安，让他们在陌生的环境里找到确切的“安全锚点”。

例如上述Max的妹妹Mia，入学仅第三周，适应情况令人惊喜：她开始快速融入集体，有很好的秩序感，也学会了自己吃饭、收椅子和送餐盘，甚至还懂得进行垃圾分类呢！

It’s true.The natural closeness of an older sibling quickly chases away fear and unease in an unfamiliar place, giving the younger one a clear “safe anchor.”

Take Max’s sister Mia, for example:By her third week at school, her adaptation has been amazing.She quickly joined the group, follows rules well,and has learned to eat by herself, tidy her chair, return her tray,and even sort trash correctly!

金生的老师们深知这份联结的力量，他们“懂得”这些2岁左右、尚不会用语言表达需求的弟弟妹妹的情感需要，进而互相协作、力所能及地给予他们支持。

3月份的前两周，PN新生弟弟Daniel有时会出现入园分离情绪不佳的情况，两个班的老师会特意创造姐弟俩多相处、多互动的机会。比如鼓励姐姐Chloe陪着弟弟进餐，照顾弟弟；户外遇见抱一抱；把自己努力“挣”来的宝石送给弟弟，表达关怀，Daniel的情绪也得到了一种疏解与安慰。

Teachers at King’s understand the power of these bonds.They recognise the emotional needs of 2 year olds who can’t yet fully express themselves in words,and work together to support them in every way possible.

During the first two weeks of March, Daniel, a new PN student, sometimes cried and struggled with separation anxiety.Teachers from both classes intentionally created more chances for him and his sister Chloe to spend time together.Chloe was encouraged to eat with him, look after him,hug him outdoors, and give him the “gem stickers” she earned to show care.Gradually, Daniel’s emotions calmed and found comfort.

金生的文化核心，是将多孩家庭视作一个整体来进行支持。

K1班主任Vicky老师和K2班主任Shelley老师分别是弟弟Larry和哥哥Diego的班主任。对于多孩家庭来说，难免会出现水杯拿反、衣物装错等意外小插曲，为了尽可能地方便家长，她们常常形成默契的“协作搭子”，互通信息有无。

At the heart of King’s culture is supporting multi-child families as a whole.

Ms. Vicky (K1 head teacher) and Ms. Shelley (K2 head teacher)

are the main teachers for younger brother Larry and older brother Diego respectively.Mistakes like mixed-up water cups and clothes often happen in multi-child families.To make things easier for parents, the teachers work closely as a supportive team, sharing updates and details.

有一次弟弟Larry生病请假，到了周五这一天，Vicky老师会提前和丁丁老师沟通，把Larry的被褥整理好送到哥哥班，这样家长一起拿走，就不用多跑两趟。

她还会多添一句叮嘱哥哥Diego的话：“任务交给你了，记得帮弟弟把被子带回家哦！”“帮忙提醒弟弟多喝水，早点儿好起来～”

Vicky其实是有意为之，这种看似微不足道的嘱托，可以培养哥哥的责任感，尽一份对弟弟的照顾和担当。同时，她也相信在哥哥的榜样加持下，弟弟也一定也会受到积极的影响。

Once Larry was sick and absent.That Friday, Ms. Vicky coordinated with Ms. Shelley in advance.She packed Larry’s bedding and sent it to Diego’s classso parents could collect everything together without extra trips.

She would also gently remind Diego,“Your mission: help take your brother’s bedding home!”“Remind him to drink more water and get well soon.”

Ms. Vicky does this on purpose.These small, simple tasks help build the older brother’s sense of responsibility and care.She also believes Diego’s positive example will gently influence his younger brother.

在金生学习者社区的文化里，跨班的支持与协作仿佛是“代代相传”的共识。

金生的老师似乎有魔法。他们总是在意想不到的时间/地点，随机“变”出几张IB PYP学习者培养目标小贴纸，对跨班的哥哥/姐姐/弟弟/妹妹点滴的可取之处进行适当奖励、强化，好比自信地向老师打招呼、又或是积极提问、懂得关爱等等。

所以，从金生毕业多年的哥哥/姐姐们回校探望，看到弟弟/妹妹的老师也如同自己的老师一般，亲密无间。而对于曾经带过哥哥/姐姐的老师，弟弟妹妹也会自豪且充满喜欢地介绍：“这是我哥哥/姐姐的老师！”

Cross-class support and cooperation have become a shared, “passed-down” value in the King’s learning community.

Teachers at King’s have a special way of caring.At unexpected times and places, they quietly give out IB PYP Learner Profile stickersto praise siblings across classes for small, kind acts like greeting teachers confidently, asking questions actively, showing care for others and more.

That’s why older siblings who graduated years ago still visit,and treat their younger brothers’ or sisters’ teachers like their own.For the younger ones, when they meet a teacher who once taught their older sibling,they proudly say: “This is my brother’s/sister’s teacher!”

姐姐从金生毕业之后上小学去了，准毕业生弟弟Alfred可是十分骄傲。据他的老师分享，Alfred会以“过来人”的姿态和同学分享姐姐的小学生活：“小学没有午休的！”（姐姐在香港上小学）“下课后有课间十分钟，可以去操场上玩！”“每天回家都要写作业！”

在参与姐姐的学习生活中，Alfred提前感知到了小学的节奏，降低了对“未知”的恐惧。

When his older sister graduated from King’s and started primary school,Alfred, now a graduating student, felt incredibly proud.His teacher shared that Alfred talks to classmates about his sister’s primary school life like a “veteran”.“There’s no nap time in primary school!” (His sister studies in Hong Kong.)“You get a 10 minute break after class to play on the playground!”“You have homework every day when you get home!”

By following his sister’s school life, Alfred got a preview of primary school rhythm and felt less afraid of the unknown.

这样的“成长共同体”，在金生幼儿园的“共享空间”里，优势更是得到了放大。

国际文化周的“美洲日”活动中，我们基于不同年龄段的特点，对美洲文化的探索形式进行了差异化设计。据一位妈妈分享，这竟然成了姐弟俩在家讨论的“热点”话题。

This “growth community” truly shines in King’s shared spaces.

During the Americas Day celebration for International Culture Week,we designed age-appropriate activities to explore American culture differently.One parent shared that this even became a hot topic for siblings to discuss at home.

妹妹Molly也会和哥哥交换每周从幼儿园带回家的分阶阅读绘本，有时还会自豪地比一比：“看，哥哥读的Level C绘本我也会读呢！”

金生幼儿园里的IB探究和英文日常，延伸到了家庭的情感空间。而情感的联结，反之也促进了学习动机的自然发展。

Younger sister Molly also swaps leveled readers with her brother each week,sometimes proudly saying:

“Look, I can read the same Level C books as my brother!”

IB inquiry and daily English at King’s extend into the emotional space of family life.In return, emotional bonds naturally fuel children’s motivation to learn.

K3的Kiki本周轮值金生礼仪月的“礼仪之星”。看到哥哥站在幼儿园门口自信大方地问好，身为“小跟班”的妹妹Renee也要站在一旁，像模像样地鞠躬、招手，时不时自豪地摸摸胸前哥哥班老师给自己贴上的礼仪勋章。

This week, Kiki from K3 was named “Star of Etiquette” for King’s Etiquette Month.Watching her brother greet everyone confidently at the school gate,his little sister Renee stood beside him, bowing and waving just like him,proudly touching the etiquette sticker from his class teacher on her chest.

随着多孩家庭里爸爸妈妈们“带娃履历”的增加，金生老师们的角色似乎变得愈发重要。

在金生，老师相继带过兄妹俩或姐弟俩的例子不在少数。面对性格截然不同的两个孩子的育儿困惑，即便娃都毕业了，爸爸妈妈还是会常来询问老师一些育儿建议。

比如面对小学课堂里总是“坐不住”的哥哥，Jenny爸妈很是担心妹妹将来也会复刻。先后带过俩孩子的Sherry老师则会坚定地请家长放心，妹妹和哥哥的性格特质不一样，她做事专注，但情绪敏感细腻，爸爸妈妈需要尽量避免的反而是将对哥哥的情绪投射到她身上。

此外，像家里有哥哥已升入小学的JoJo妈妈，也会对如今就读K3的妹妹的幼小衔接更有体会。积攒了一些实践心得的她常常主动向老师反馈，为家园合力赋能。

As parents in multi-child families gain more experience raising children,teachers at King’s become even more important guides.

Many teachers at King’s have taught both older and younger siblings in the same family.Even after the children graduate, parents often return for advice on raising kids with very different personalities.

For example, Jenny’s parents worried their younger daughter might be as “restless” in class as her older brother in primary school.Ms. Sherry, who taught both children, reassured them,

the younger sister has a different temperament, she is focused but emotionally sensitive.

Parents should avoid projecting worries about the older brother onto her.

Meanwhile,  Jojo’s mother, whose older son is already in primary school,has deeper insights into the K3 younger sister’s transition to primary education.She often shares practical experiences with teachers,strengthening the home-school partnership.

从“关注个体”，到“看见家庭”，金生的教育文化好比春雨，润物细无声。在“学无边界”的办学理念渗透下，教育的边界也得到了一再拓展，多孩家庭被我们视作一个情感与成长的整体，一场教化育人的温馨契机。

从家里的“兵荒马乱”，到在园的“岁月静好”，其实是手足的陪伴、老师的引导、金生的温度，为孩子搭建了安全的阶梯。在这里，弟弟妹妹的焦虑不再是需要被“解决”的问题，而是被看见、被接纳与转化的机会，最终将沉淀成为他们人生中的安全感底色。

“等以后老四上幼儿园，我也照样送来金生！”Ricky妈妈笃定地说。

这也是金生诸多多孩家庭的心声。

From “focusing on the individual” to “seeing the whole family,”King’s educational culture nurtures gently, just like the Spring rain.

Guided by our philosophy of “Learning Without Boundaries,”

we expand the limits of education.We see multi-child families as a unified whole of emotion and growth and a warm opportunity for teaching and nurturing.

From “chaos at home” to “peace at kindergarten,”sibling companionship, teacher guidance and the warmth of King’s helps tobuild a safe ladder for children.Here, the younger ones’ anxiety is not a problem to “fix,”but a feeling to be seen, accepted, and transformed.Thus, finally becoming a foundation of lifelong security.

“When our fourth child is ready for kindergarten, we’re definitely coming to King’s!”said Ricky’s mother with certainty.